Integrated Intelligent Research (IIR) International Journal of Computing Algorithm

Volume: 03 Issue: 03 December 2014 Pages: 271-272

ISSN: 2278-2397

Refining Pre-Calculus for Students by using

Video Podcasts
A.John Pradeep Ebenezer1, Z. John Bernard2, V.Kumudhavalli3
St.Joseph’s College of Arts &Science (Autonomous), Cuddalore.
Email: bobbyebe@gmail.com, bernord_802000@yahoo.com, kumudha.samy@gmail.com

Abstract - In recent days students are facing procedural
problems in certain subject areas like mathematics. By
providing video podcasts which is very short, web-based, audio
visual explanation that help us to solve it. A video podcasts
covering all fundamental self-study mathematic tools and it is
used by students to acquire pre-calculus skills. At last, the
result concluded that most of the students used video podcasts
which is very useful for their studies. By learning these tools,
pre-calculus concepts would be gained.
Keywords: Pre-calculus, mathematics, video podcasts, web-
based.
I. INTRODUCTION
Generally two separate teaching approaches have been
observed referring the use of video podcasts in education. One
is receptive viewing and another one is problem-based.
Receptive viewing of podcasts assumes that learning material
in whatever format (PowerPoint Presentation) is to be viewed
by students. Problem-based video podcasts provided web-
based, audio-visual explanations to specific procedural
problems that students may need to solve in a courses such as
mathematics or science.
Though limited search has been calculated on problem-based
video podcasts, this paper was to calculate the effectiveness of
problem-based video podcasts designed to improve calculus
readiness for students.
II.VIDEO PODCASTS
A. Podcast
A new technology currently receiving a great deal of attention
is “podcasting”. A podcast is an audio or video file placed on
the web for individuals to subscribe and listen to primarily on
Mp3 players such as the apple iPod. The term ‘podcast’ like
that of ‘radio’or‘video’ can refer to either the content or the
method of delivery.
B. Video podcasting
Video podcast can be defined as a set of audio-visual files that
have distributed in a digital format through the internet using
personal computers or mobile device [1]. It is podcasts that
contain visual information either in the form of still images,
animation, or video. Video podcasting may be useful in both
ways, first is to communicate content and second is of  Why do students choose to use or not to use video podcasts?
student’s media production. Since 2006, the use of video  How often are video podcasts used?
podcasts in higher education has grown rapidly students have  How did students rate the usefulness and quality of video
described video podcasts as enjoyable to watch[2], satisfying,
motivation, intellectually stimulating, useful, helpful and  Did student understanding of pre-calculus knowledge
effective with respect to improve learning, students particularly
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enjoy control over when and where they learn[3]. In addition
improvement in study habits have been observed including
fostering independence, increasing self-reflection. Regarding
learning performance, researchers have reported that the use of
video podcasts has resulted in significant gain in skills.
C. Problem solving and video podcasts
The main advantage of this paper is specially for basic learners
is to minimize extraneous cognitive load that is engaging in
processes that are not beneficial to learning and optimize
germane cognitive load that is engaging in processes that help
to solve the problem at hand[4]. The main purpose of this study
is to calculate the effectiveness of problem –based video
podcasts designed to improve student understanding of pre-
calculus concepts.
III.METHODOLOGY
The sample was carried out at a primary school belonging to
surrounding area in an urban school. Students reported high
school calculus grades of 60-60(13%, n=20), 70-79(33%,
n=50), 80-89(30%, n=45), and 90+ (10%, n=15). In this paper
we covered four areas by the video podcasts addition,
subtraction, multiplication, division. The length of the clips
ranged from 0.14 to 14.29.
In this paper, following features are described:
A problem solved by the teachers in a step-by-step fashion.
The teacher would start by explaining the nature of the
problem to be solved. Students could also control the video
podcast with a pause, stop, or play button. This paper consists
of some key design features. First the problem type was
selected and segmented into clear steps [5] and the context of
the problem was explained and clear visuals were used finally
important elements in problems were highlighted in order to
focus student attention.
A.Use of video podcast website
The total number of video podcast visits was recorded by a
custom designed tracking tool. Students were also asked to
estimate how many times they visited the video podcast
website and the total time they spent watching clips.
B.Research questions
podcasts?
improve as a result of using video podcasts?
Integrated Intelligent Research (IIR) International Journal of Computing Algorithm
Volume: 03 Issue: 03 December 2014 Pages: 271-272
ISSN: 2278-2397

IV. RESULTS
A.Reasons for using video podcasts
Five reasons were cited by students for selecting these video.
The first and most frequency reason for using video podcasts
was related to learning benefits such as remembering better,
reviewing old material, helping to solve and understand
problems better, and visualization. The second reason was
linked to the quality to video podcast explanations and the
opportunity to follow clear, step-by-step explanations. The
third reason was the students thought, in general, that video
podcasts were useful or helpful. The fourth reason offered was
based on the design features of video podcasts such as ease of
use, variety of sums, and speed of teaching. The fifth reason
for students using video podcasts was the interactivity provided
by trying to solve the student-based problem.
for the students to learn. The video started was to develop
interest in mathematics for the students who are not interested
in that particular subject. By using video podcasts pre-calculus
skills were improved for students.
Now Video podcasts was developed for school level students,
later it will be developed for the college students, with
functions, trigonometric and others.
REFERENCES
[1] Abbie brown, video podcasting: when where and how it’s currently used
for instruction.
[2] Copley,j.[2007]. Audio and video podcasts of lectuers for campus-based
students: production and evaluation of student use.
[3] Winterbottom,s.(2009),why don’t students like school?
[4] Sweller,j.(1988). Cognitive load during problem solving: effects on
learning. Cognitive science.
[5] Clark,R,C.,& Mayer, R, E. (2008), E-learing and the science of
instruction.

Table1: Sample reasons cited for using video podcasts

B.Reasons for not using video podcasts

Students did not select this medium to learn because students
felt that it was not needed and some students, in spite of being
sent emails, did not know that video podcasts were available.
Finally students they did not have time to watch the video
podcasts.

Table2: Sample reasons cited for not using video podcasts

C.Use of video podcasts

During the period of 7 days that the video podcasts were
available, 75 visits were recorded by the tracking program. The
mean number of visit per day was 11 (S.D=26) Almost 90% of
the students who used problem-based video podcasts rated as
useful or very useful which was calculated by their comments
and likes of that particular video. This result is consistent that
video podcasts supported learning, provided clear, step-by-step
explanations, control over the pace of learning, and helpful
visual aids.

V. CONCLUSION & FUTURE

ENHANCEMENTS

The whole paper is based on how video podcasts are useful to

the students for learning mathematics which provide a pathway
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